There are five developmental areas: gross motor, fine motor, communication, adaptive behavior, and social-emotional. If social-emotional skills are delayed, all other developmental areas are negatively impacted. Preschool-aged students are incapable of kindergarten readiness if they have a delay in social-emotional development as it impacts their…

In Taiwan, the high prevalence of emotional and behavioral problems in children has increased public awareness of young children's social-emotional development in recent years. Early identification of social-emotional delays for all young children, and subsequent early intervention (EI) with ongoing monitoring for children with special needs are…

Little research about fathers with young children with developmental disabilities or delays and their participation in early intervention/Part C programs is available. This study adds to existing scholarship through a narrative inquiry into the experiences of six fathers with children who have participated in early intervention services. Emergent…

Advances in neonatal technology have improved survival rates of children born at lower and lower birthweight and after fewer and fewer weeks of gestation. However, these children are at increased risk of experiencing developmental delays. As weeks of gestation and birthweight decrease, the risk of developmental impairment and severity increases.…

In a world where children are likely to experience early-life trauma, relationships matter, and trust is a key in forming healthy working relationships. Intentionally teaching adults and teachers how to evoke calmness in ourselves and breathe to handle negative situations, trusted educators can then teach children to do the same. It is important…

Executive functioning abilities have been associated with important behaviors such as adaptive skills and cognitive abilities in children with and without disabilities. Executive functioning has primarily been measured as a strong predictor of later abilities in children with neurodevelopmental disabilities, such as attention-deficit/…

Research has identified language impairment as a pervasive disability (Bishop & Edmundson, 1987; Greenhalgh & Strong, 2001). Classroom communication behaviors have a role in the maintenance of special education eligibility and functional communication difficulties for young children with language impairment. This paper reviews the…

Because child welfare workers serve the most vulnerable children and families, it is necessary that they have sufficient knowledge, skills, and values (competencies) to provide quality services. This study focuses on competencies that the Division of Child and Family Services, Utah (DCFS) views as essential for entry-level child welfare work, and…